Beyond Sociodemographic and COVID-19-Related Factors: The Association Between the Need for Psychological and Information Support from School and Anxiety and Depression

Abstract

Background In addition to sociodemographic and COVID-19- related factors, the needs of school support, including material, psychological and information support, have seldom been discussed as factors influencing anxiety and depression among college students during the COVID-19 pandemic. Material/Methods In this cross-sectional study, 3351 college students from China were surveyed through questionnaires about their sociodemographic and COVID-19 characteristics, the needs of school support, and their experiences with anxiety and depression. Results Anxiety and depression were reported by 6.88% and 10.50% of students, respectively. Married, higher education, non-medical, and urban students had significantly higher risks of anxiety or depression. Additionally, symptoms such as cough and fever, especially when following a possible contact with suspected individuals, quarantine history of a personal contact, going out 1–3 times a week, not wearing a mask, and spending 2–3 hours browsing COVID-19-related information were significantly associated with the occurrence of anxiety or depression. Those who used methods to regulate their emotional state, used a psychological hotline, and who had visited a psychiatrist showed higher anxiety or depression. Those who used online curricula and books, used preventive methods for COVID-19, and who had real-time information about the epidemic situation of the school showed lower anxiety and depression. Conclusions In addition to sociodemographic and COVID-19-related aspects, students’ needs for psychological assistance and information from schools were also associated with anxiety and depression among college students.

Mental Health Among Medical Students During COVID-19: A Systematic Review and Meta-Analysis

“…Table 1 shows the overall characteristics of the 41 included studies ( Elhadi et al, 2020 ; Jindal et al, 2020 ; Liu et al, 2020 ; Medeiros et al, 2020 ; Muhammad Alfareed Zafar et al, 2020 ; Nadeem et al, 2020 ; Nakhostin-Ansari et al, 2020 ; Nihmath Nisha et al, 2020 ; Sartorao Filho Carlos et al, 2020 ; Sun et al, 2020 ; Adhikari et al, 2021 ; Banstola et al, 2021 ; Basheti et al, 2021 ; Bilgi et al, 2021 ; Gao et al, 2021 ; Guo et al, 2021 ; Gupta et al, 2021 ; Halperin et al, 2021 ; Kalkan Uğurlu et al, 2021 ; Kaplan Serin and Doğan, 2021 ; Keskin, 2021 ; Kuman Tunçel et al, 2021 ; Li et al, 2021 ; Mekhemar et al, 2021 ; Meng et al, 2021 ; Nishimura et al, 2021 ; Patelarou et al, 2021 ; Pavan et al, 2021 ; Pelaccia et al, 2021 ; Perissotto et al, 2021 ; Saeed and Javed, 2021 ; Safa et al, 2021 ; Song et al, 2021 ; Xiao et al, 2021 ; Xie et al, 2021 ; Yadav et al, 2021 ; Yang et al, 2021 ; Yin et al, 2021 ; Zhang et al, 2021a ; Zheng et al, 2021 ; Zhu et al, 2021 ). On the whole, 40 cross-sectional studies and 1 longitudinal study were included in our study.…”

“…According to the methodological quality evaluation of the literature by two researchers, forty studies were of moderate quality, one of high quality ( Meng et al, 2021 ), and one of low quality ( Nadeem et al, 2020 ). Our meta-analysis will not include low quality studies ( Supplementary Material 2 ).…”

Influencing factors, prediction and prevention of depression in college students: A literature review

“…Meanwhile, students surfing the internet for a long time will be able to obtain more accurate details about COVID-19, which can prevent misunderstanding relevant information. Nevertheless, individuals with shorter browsing times often have a higher risk for depression given that they may be easily misled by the rumors and have limited time to verify the authenticity of relevant information[ 64 ]; (3) Academic stress increases the degree of depression of college students with the closure of schools, the challenges of online courses and the risk of graduation delay[ 13 , 65 ]; (4) Financial pressures include the impact of the pandemic on family economic resources[ 49 ] and the increasing uncertainty of individuals about future employment[ 13 ]; (5) Environmental changes, home study, self-isolation, isolation from relatives and friends, decreased exercise frequency, uncertainty of school reopening, regular temperature measurement, wearing masks for a long time, cancellation of package deliveries and take-out supplies and other forced changes in daily study and living habits all increase the risk of depression among college students[ 13 , 49 ]; (6) There is less family support, social support and deteriorating family relations[ 65 ]; and (7) Social confidence wanes. Research has shown that the prevalence of depression also increases when individuals lack confidence in the government[ 66 ].…”

Risk factors and strategies for prevention of depression, anxiety and eating disorders among adolescents during the coronavirus disease 2019 (COVID-19) pandemic: a review

“…(2) Individuals who isolate themselves have higher rates of depression, irritability, and loneliness. Meng et al, 2021 29 Anxiety, depression Survey and Cross-sectional study of 3 351 college students in China, in relation to sociodemographic and COVID-19 characteristics, the needs of school support and mental wellbeing (1) Students are increasingly reliant on schools for psychological and informational support. (2) Using methods to learn about the COVID-19 pandemic, such as online curricula and books, can help to reduce anxiety and depression.…”